资源简介

Unit 5 Languages Around The World
单元语篇教学设计
单元语篇课时教学设计
Period 2
Teaching and learning contents: Reading and thinking—Reading Comprehension
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Read and comprehend the reading text to know the development of the Chinese writing system, and explore its positive role on inheriting Chinese culture; (Language competence + Cultural awareness)
2) Discuss and think about the future development of Chinese writing system; (Learning ability + Language competence+ Thinking quality)
3) Feel the charm of Chinese writing, and have a practical feeling of patriotism. (Language competence+ Cultural awareness)
4) Be confident in Chinese culture; (Learning ability + Cultural awareness)
Teaching and learning important points:
1) Reading comprehension of the text;
2) Cultural awareness of the Chinese writing system.
Teaching and learning difficult points:
Reading comprehension of the text by using some reading strategies.
Teaching and learning procedures:
Step 1 Warming-up
Activity 1 Enjoy pictures
Teacher shows some pictures about the development of some characters, let students guess what the characters are.
Step 2 Pre-reading
Activity 2 Prediction
Encourage students to look at the title and picture in the text and predict what the text may be about, and then share their opinion with partners.
Activity 3 Pair-work
Let students discuss the questions with their partners.
Q1: Why is China widely known for its ancient civilization
Q2: What do you think is the earliest written Chinese
Step 3 While-reading
Activity 4 Skimming
Task 1: Get students to read the passage quickly to have a general understanding of the whole passage and check their prediction.
Task 2: Get students to conclude the main idea of each paragraph, and then match the main idea with each paragraph.
Answers:
Paragraph 1: The Chinese writing system is one of the reasons why Chinese civilization has survived into modern times.
Paragraph 2: Written Chinese was a picture-based language at the beginning.
Paragraph 3: The writing system became well-developed, and later developed into different forms.
Paragraph 4: The writing system began to develop in one direction.
Paragraph 5: Written Chinese connects China's present with its past, and has become an art form.
Paragraph 6: The Chinese language is helping to spread China's culture and history to the world.
Activity 5 Scanning
Task1: Get students to find the words and phrases that describe a time, and then underline them.
Task2: Get students to fill in the blanks in the timeline according to the text. Try to understand the development of the Chinese writing system.
Task3: Get students to read each paragraph carefully, and try to finish the following questions.
Para1:
China is widely known for its ______, which has continued modern times. ______is one of the main factors for Chinese continued civilization.
Para2-para5:
Fill in the table.
Time line What happened
at the beginning Written Chinese was a picture-based language.
by the Shang Dynasty Symbols carved on longgu had become a well-developed writing system.
the Qin Dynasty The Chinese writing system began to develop in one unified direction.
Today The Chinese characters are still a vital part of Chinese culture.
Para 6:
Q: Why is Chinese appreciated by international students
Task4: Read the passage again and discuss the following questions.
Q1: How did written Chinese unity Chinese people divided by geography and dialects
Q2: How does written Chinese connect Chinese people today with those of the past
Q3: According to the writer, the Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors
Step 4 Post-reading
Activity 6 Filling in blanks
Get students to complete the passage with the correct words and phrases below.
system/ carving/ means/ dates back/ classic/ civilization/
Chinese calligraphy has developed along with China’s _______. It is difficult to say when exactly calligraphy started. Chinese writing was first done by _______ symbols onto bones and shells, but as it developed into a writing ________, it also developed as a form of art done by a brush.
It is believed that Chinese calligraphy _______ to at least the Han Dynasty (202 BCE - 220 CE). Soon after that, the idea developed that calligraphy was not only a beautiful art form but also a ________ of showing that character of the “man behind the brush”. Today, anyone from small children to old people can enjoy practicing the _______ art of Chinese calligraphy.
Activity 7 Words-guessing
Let students try to guess the meaning of the underlined word in the sentences. Then look in the text for the words they are related to.
1. Many Chinese characters symbolize their meaning, unlike English words which are spelt out according to how they sound.
2. The basic forms of the English writing system are known as letter.
3. A unified writing system is considered to be an important part of civilized society.
4. Learning Chinese calligraphy will increase your appreciation of Chinese culture.
Activity 8 Discussion
Get students to have the chance to talk in groups based on the following statement.
Nowadays, people are depending too much on the computer and phones. Many of them don’t write the Chinese characters by hands. Some argue that there is no need to learn to write Chinese calligraphy. What’s your opinion
Step 5 Summary
(The teacher) Summarize the main contents of this period by guiding the students to retell the text together and recall the text structure, at the same time, get students to pay attention to the key words and phrases.
Step 6 Homework
Will Chinese become international language or not Why
Work in groups and talk about this question with your partner then present your report to the class next class.
附：【设计意图】
步骤 活动 意图
Step1 Warming-up Activity 1 Enjoy pictures 通过欣赏和猜测图片中的汉字来导入新课，引起学生对汉字这一话题的兴趣。
Step 2 Pre-reading Activity 2 Prediction 鼓励学生根据标题和插图来预测文本内容，激活学生有关新学校生活的背景内容图式。
Activity 3 Pair-work 通过与组员分享和讨论预测内容，激发起学生对文章内容的强烈兴趣。
Step 3 While-reading Activity 4 Skimming 通过限时快速阅读，培养学生快速获取信息的能力；同时来检验学生之前的预测，培养学生的推理预判能力。
Activity 5 Scanning 利用问题导向，让学生在寻找问题的过程中逐段阅读文章并培养学生精细阅读能力。拓展文化视野，培养文化意识，发展思维品质。
Step 4 Post-reading Activity 6 Text reconstruction 利用阅读中获取的信息实现语篇建构，复述语篇文本内容，检查文本阅读效果。
Step 5 Evaluation and summary Activity 7 Self-evaluation 学生自我课堂评价、总结与反思；回顾语篇文本内容。
Activity 8 Summary 教师总结与强化语篇文本内容与结构。

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